and above. okay. the same kind of break down we see for program now in the content area of math and you will see a 9% increase for special education students over the five years, and a 6% increase in among the english language learners in math. we have a similar break down for the special ed students in terms of whether they took the csd over the five years, the cma or the kapa. eighth grade algebra, the proficiency rate is not shown here but the proficiency rate is 49-point 5% and what we have done in these years can you see the progress is towards participation where you have more and more students now at

grade eight taking algebra. in 2008 we had 61% taking eighth grade algebra and today 95% of our eighth graders are enrolled in algebra. our proficiency rate at 49.5 percent. strategic plan goal three which is accountability. this is where we look at other measures other than the california standards test, so we look at all other measures that occurred during the year, and summarized here. the first one is attendance. attendance is percent instruction time. at every elementary, midland level there is slight increase in the instructional time showing more

students are attending. suspension rates have been going down thanks to our efforts in restorative practices, and you can see it moved from 7.4 percent down to 7.2 percent. the designation rates with all of the efforts with the department in having students get redesignated when they are eligible for redesignation you see a rapid increase when the last two years we have actually doubled our rate. on the other federal measures -- one is definitely the amao which is annual measurable achievement objectives so on the english language development test we saw movement of 64% of the english

learner students demonstrated growth. on the california high school exit exam we saw 84% of grade ten students passing one or both sections. last but not the least were the satisfaction surveys. i wish we could show you the satisfaction surveys for every stakeholder group, student, administrator and our families. please log on to our website and you can see it overall as well as for each one of your schools. just taking one objective or one statement from the family satisfaction survey which reads as families are informed included and involved as partners and decision makers in education of our children 84% of respondents on the survey agreed to this

statement. agreed or strongly agreed to this statement. you can clap. [applause] okay. i am coming to my last two slides, so you can have a sigh of relief from numbers and how did sfusd perform compared to other school districts in california and how do you think we did? okay. so as you can see we are -- when we say we're one of the highest performing districts here is the performance of all the other districts. we just took a sample of five others as well as the state so the state is at 57% proficiency and we are at 61%. last year to this year the state moved from 54 to 57 and we

moved from 57 to 61. 60.5 percent rounded was 61%. csd map -- again this is grades two through 11. you will see that the state is at 52%. we're at 57% proficiency. their growth was 50 to 52%. ours was 56 to 57%. and with that i am going to turn it back to -- what was the reason? the cause? the validity behind these, the best practices. >> thank you. so in looking how our sites performed overall, our school communities it was really important to begin acknowledging and recognizing where we saw great acceleration that was

commendable but also begin recognizing what are some of the strategies that were implemented in the schools that are getting these results so what are the factors contributing to student success? and we have noticed a fee themes and collaboration and applying interventions strategically. you just noticed a lot of data and what we could begin to sort out is that there is really four categories in celebrating our schools and we sort of have put them into four general groupings, our top performing schools, the ones with overall achievement in our school district. a second category of schools on the move. these are doubling the district's growth over a five year trend. a third group is

acceleration schools, schools that are demonstrating annual double digit growth and schools that are closing the gap so their growth is higher in a targ elghted -- targeted sub group and closing the achievement gap so want to begin by celebrating the top performing schools which achieving in the state. i am happy to report that we have 27 top reporting schools that have 75% or more students at proficient and above and you see the listing there of 27 top performing schools, elementary, k-eight and high schools listed there. in mathematics we have 28 top performing schools. again that have 75 presidency or

more students. >> >> at proficient or above. there are 28 schools listed from the district who have overall performance in method mathematics. the second category is we have 16 demonstrating double the district's growth on the english language arts. you see 16 schools listed there. again from elementary through high and then similarly for schools on the move in mathematics we have an even larger group, 21 schools posting double the district's growth over the five year trend in mathematics. 21 schools on the move listed there. the third category is what we identify as acceleration schools. we have 11 schools that we notice that are posting double digit gains. this is in 2011 to 2012. one ? difference schools that posted

double digit gains in english language arts. 11 acceleration schools and i'm going to call these out. san francisco montessori, sunny side, henry chin and graton, paul revere, hearvey milkin and all mosted double digit gains in language english arts. acceleration schools in mathematics. we have ten schools who posted double digit gains. the third category were schools that we noticed doing a commendable effort at closing the achievement gap. these are schools demonstrating higher than the overall growth but in both subject areas for targeted sub group of students

and had 30 students or more of the targeted groups we counted them in. schools recognizing them that closed achievement for african-americans are listed here. closing the achievement gap for latino students are listed here. english language learners similarly. so one thing we asked our principals to share with us is in your voice what you attribute to some of these accelerated growth areas into, and recently we had the opportunity to hear them share with their colleagues and we

tried to summarize a few examples of that. i'm not going to read all of these points but i want to point out some of the things that were mentioned by our principals starting with the first row there. our principal at rosa parks, paul jacob son and you were recognized as a school closing the gap for english language learners. we know that the data has improved 19-point 2%. what is going on there? the principal in the description gave three categories. i focused. i fixed. i featured. they talked about structure and assessment. they made a conscious effort at reducing suspensions and having restorative practices and pay attention to english development as well and collaboration was an important part on reflecting

how they're doing on assessments and bringing student work to those discussions so had quite a few elementary schools and some of the others here and you see quite a variety of strategies and new traditions, incorporated family math nights. you see home visits was incorporated by staff and maximizing the instructional time for students. there was a school wide focus on literacy time and math practices for example. we cataloged the same strategies for the principals of the secondary schools as well. at everett the principal that he is doing this and personal leadership in the school and engagement on site. james lick described being

interdisciplinary and focusing on vocabulary with students. we had two high school students who shared with their colleagues. wallenberg also experienced a pretty dramatic drop in suspensions as well. they attributed that to some restorative practices and being space and personalizing and engaging for students at the school. at burton the principal talked about the importance of focusing on ninth graders right at the point of entry at the high school and identify vocal students for support and making sure they're equipped for long-term high school success and when we implement strategies we stick with them and if we see a dip we don't get discouraged and we stay with it. he described the importance of community and partnerships and this is a sampling of what we learned in interviewing our principals across schools and

saw some dramatic growth areas. so a question we have been asked is a couple years ago san francisco unified launched the superintendent zone so how did the superintendent zone schools perform? well, we know when we look at the five year trend that superintendent zone schools have posted double the gains in english language arts and posted triple the gains in mathematics as compared to the district. you see that in similar bar graphs that you saw earlier and ela proficiency rates the district grew ten points over the last five years from 51 to 61 and while the superintendent zone had a much lower proficiency rate starting in 2008 at 19%, you see a 16.1 growth over five years to 36. still a ways to go but what you notice there compared to the

district there's significant more accelerated growth rate. please also note in 2010 is when we launched the superintendent zone. in the third set of bar graphs you see there has been an 18.4 growth in rates in the superintendent zoned schools that benefit from improvement grant money, so those came into our district in mid-2011 so you notice there that also a significant increase in proficiency. for mathematics you see the same kind of chart. 23.7 percent proficiency growth compared to the district and we have this growth over the five years. i want to point out one particular note just in the last year's difference, 2011 to 12 for the district you notice our

proficiency rate went from 66 to 68. that's a two point growth for the district overall. in the superintendent zone schools we went from 37 to 49 and even more dramatic you see 38% to 50%. that's 12% proficiency rate or six times the rate of growth compared to the district and the superintendent zones. [applause] next level of work. i'm going to call our superintendent to talk about what we got to do next. >> thank you commissioners and thank you everyone for being here. okay. i'm going to ask everyone here to give a big round of applause for the gains that you have seen. [applause]

lots of hard work by lots of people in the schools, but i ask for the round of applause and that's the last time we will celebrate the gains and the work ahead is very rigorous for us. when we look at the work ahead our work isn't done and even with these incredible gains dispietd the growth we still have an achievement gap and i would like to demonstrate what the work looks like for us. if you look at this graph, if you look at the number of sfusd test takers and the number of african-american students, latino students and you compare the african-american student achievement over five years compared to the chinese and white student achievement. that's our achievement gap. how do african-american students compare to white and chinese and how do latino

students compare? and there was a big difference in achievements between african-american and white and chinese students and for latinos this is the achievement gap so over five years all sub groups have increased in terms of student learning. all student groups are learning more. the tide is rising for all groups. however in order to narrow or close the achievement gap african-american, latino students must accelerate their learning at a greater pace than the other sub groups in order to close the w=ó/ñhachievement gap if you notice even though we have tremendous cause for celebration in 2012 the achievement gap still looks for african-american students 38-point 2% so we have narrowed it from where we started. for the latino

students it's almost identical, 37%. 35%. we narrowed it by 2% but we have by no means closed the achievement gap. we started to narrow the gap and that's an important distinction to make. when we look at math over the same time period we started with 54% achievement gap for african-american students. this year we closed it to 45% of achievement gap. for latino students we narrowed it somewhat to 40% so while we are starting to see the narrowing of the achievement gap over the five years the point i want everyone understands and why we clapped once and now it's time to get back to work is that we will not be able to close that achievement gap unless we significantly accelerate the learning of our

african-american latino students with disability and samoan student groups so can't have 10% increases. we need to shoot for 15% increases. we had schools by the way -- it's doable and had 20% increases in the math scores and it's doable but we need to be focused if we want to close or narrow the achievement gap so in terms of going forward the board has been clear. we want to maintain our focus and focus on the next steps. the next steps are going to be simple but not simplistic and i have been accused of speaking too much education ease and implement the roar curriculum and implement it in every school. we're going to support every teacher and administrator in understanding what it is and ensuring there

is rigor. in other words, that students are held to the same expectations whether they're in the east side school, west side, north or south side school. we want to make sure students are challenged and accelerated at every point. we adopted a new english language arts k instructional suite. we are confident it will give the teachers more resources to teach students at a rigorous level but it doesn't replace the core curriculum that i spoke of. we're going to continue and enhance the assessments to inform instruction. we don't want to conduct autopsies and look at we should have, we could have, why didn't we? we want to look at various points in the year how are the students doing right now? and what can we adjust in terms of the instruction right now to ensure that our students are learning at their maximum potential. if

you look at schools that had tremendous growth this past year and we go back and look at their cla, the common learning assessment over the course of the year we can predict with almost 100% certainty which schools will have the growth based on the cla's. that is very powerful information for talented teachers and administrators to have in terms of determining how students are learning. we're also increasing the access to the core curriculum. we're aligning the pre-k and elementary grades so teachers understand what preschool teachers are teaching and preschool teachers understand their important work is absolutely critical to ensuring students are reading at grade level by grade three and you have seen the tremendous work in that regard. we are expanding our differentation and inclusive practice. what does that mean? thank you. what that really means we're going

to make sure that teachers have the knowledge and the training to be able to provide the kind of instruction that every student need in the class because not all students learn the same and we're going to make sure that the general ed classroom is the first classroom for students with disabilities, not the place where they get sent from to receive services. we will provide english development and sheltered instruction for the ing language learners. we will make sure they're learning english. we believe in multicultism in san francisco and we want english as one of the languages and we will use tiered support and intervention and make sure that the lessons from the schools you saw and increasing student performance and taking those lessons and providing that support to the

schools that are like sit waited that have the same challenges and diagnoses and means we will stop funding certain things in the district and we will use those precious pennies to support that tiered instruction and the tiered support that our schools need. and that looks like in terms of a graphic -- we love our graphics so this is what it looks like. the challenged schools are the schools doing great. 900 api. they're rolling. they may have sub groups but doing well. benchmarks are doing almost as well and strategic schools need some support and intensive support schools are the schools if not for one or two sub groups or points could be part of the superintendent zone portfolio schools with the most difficult challenges and then of course the most intensive level of support is in the

superintendent zone and we provide additional resources and support. again we want to thank you for your attention. we went through a lot of information in a very short amount of time but again we wanted to celebrate the small wins and the big accomplishments and ladies and gentlemen that are listening at home and those here in the audience what we do not want to leave the public with is the misinterpretation of this dat that less funding allows you increase student achievement. we are at a critical junctionure in california and san francisco and were it not for the heroic efforts of our teachers, of our professionals, of our support staff and principals and administrators we would not see the growth that we have seen but they can only work like this for so long and we're at the critical point to continue this work. we know what to do now we need the resources to do that district wide so thank you for

your attention this evening. we are happy to answer questions. [applause] >> thank you superintendent carranza and other staff members that presented the wonderful news. any comments from the board? commissioner maufas. >> thank you president yee and thank you all for the pretty jam packed full of information presentation. what i would like to ask is knowing that we have come this far and we have been

working quite intensely over the last few years -- particularly since i have been on the board and really knowing the work that i of focused on, i would like to know how are we -- you know, how are teachers bringing this work about? and administrators in school sites? and this is a really ongoing question because this is an ongoing presentation where you update us. i would like not only to hear from you now but in the future this sort of discussion point incorporated into the presentation because they're integral to the process, and what are the changes that they of able to implement? because a lot of this -- a lot of our issues from my perspective comes from an institutionalized way of delivering education and it's so

long engrinned in ssz that the achievement gap is from way back before my time in school, so how are we able to sort of attack that, that mind set, that institutionalized systematic bureaucratic behavior really with our educators understanding how they can transform and change lives immediately but also going forward, and so i would like to hear from you now but again incorporate that in your next presentation. i think it's an important part to hear about. thank you. >> commissioner murase. >> i'm sorry. there is no response to that? that was for now and if you have a response and yes, i would like you to incorporate that understanding in your ongoing updates about this work. sorry. if you have something now i would most

certainly like to hear about it. >> sorry about that. >> there is no question in order for us to be successful where we're seeing acceleration is because we're student centered but none of that is possible. we know that the teachers are at heart of this reform. some of the things you heard about today it's because teams of teachers are putting their heads together and are reflecting on student work. they're planning their lessons together. they're really being deliberate how they share some of their practices with one another. that's what makes a lot of this possible. our school communities are built on that community of professionals and yes leaderships critical to make sure the conditions are there for our teachers, but it's our teachers who make it happen for our students, so we definitely need to always acknowledge that and we can also do more of that, so i will